Giovanni B.

Abrigo

Subject: Mathematics
Area: Algebra
Topic: Laws of Exponents
Learning Objectives: At the end of the 60-minute lesson, the student should be able to:
1. Define the meaning of exponent
2. Identify exponent
3. Apply the laws of exponent
4. Simplify exponential expression

Prerequisite knowledge: Familiarity on Exponent and its laws

Target Learners: Grade 7 High School Student (Ages 12-13), willing learner, capable
Duration of the Lesson: 60 minutes (1 meeting)

Duration Specific Teacher’s Student’s Instructional Media Materials

Objectives Notes Activities Methodology Equipment
and
Responses

Introduction 5 minutes To greet, The After Greeting, People None

check the teacher greeting prayer and Media-
attendance and each attendance nothing
and
students other, the checking can
motivate
the will greet student replace a
students each other, being ask personal
and ask by the greeting
someone teacher to and
to lead the pray can prayer
prayer. use the
Then, the prayer
attendance and
checking afterward
will s arrange
proceed their chair
and after properly.
the teacher
will ask the
the
students to
 arrange
their chair.

Preparatory 10 To open up The The Game Manipula Laptop

Activity minutes the Laws of teacher students projection, tive computer,
Exponents will are individual media, 2048
in an announce expected participatio the Application
enjoyable that they to fully n task- experienc and LCD
way will play a participat oriented e will be Projector
game. The e in the a hands
teacher said game on and
will reveal by trying will be
the 2048 to watch actually
game that other the played by
was game a
already being student.
installed in played by It will
his/her one of bring
laptop their exciteme
computer. classmate nt and
In this student. curiosity
game, a Only one to the
student student student.
will be will be
asked to called.
play the
game.

Lesson Proper 25 To teach The The Interactive People Laptop

minutes the teacher students discussion media, computer,
students will start are not and the Microsoft
about the the lesson only participatio teacher is excel
exponents by opening expected n the software, LCD
and its Laws the to listen, source of Projector and
powerpoin but also knowledg soft copy of
t to e to be the
presentatio participat learn by Powerpoint
n. He/she e in the the presentation
will discuss discussion students.
the Laws of . Text
Exponents. media,
 In the the
discussion, instructio
the teacher nal aide
is expected by the
to ask teacher
his/her will be
students compose
some d of
questions imformat
to engage ions
the through
students to text.
participate
in the said
discussion.
Also the
teacher
can make a
graded
recitation
to laser
point the
focus of
his/her
students.

Reinforcemen 10 To apply The The Interactive People Notes

t Activity minutes and test the students students Game media, prepared by
learning of will apply are chemistr the teacher
the what they expected y of the
students have to answer students
learned by with the can
playing a best of develop
game their in this
called ability game
Moving until the
True or best
False. The student is
teacher the last
will ask man
quick fire standing.
 True or
false
question.
All the
students
will stand
up and if
they think
that their
answer is
correct
they will go
in the right
side of the
corner and
if not to
the left
side of the
classroom.
The
process
will be
repeated
until the
last
student
standing.

Evaluation 10 For the The The Seatwork Visual Output of

minutes students to teacher students Media, the students
be able to will ask the are People
simplify students to expected Media
basic put out a to answer
equations sheet of honestly
using Laws paper to and
of answer a intelligent
Exponents question ly.
prepared
beforehan
d.
 Part II.

Introduction(5 minutes) Teacher goes into a well-lit classroom, with a table in the front middle. There
is a separate laptop computer that’s already turned on, as well as LCD
projector for the teacher’s use. Then the teacher greets everyone a good
morning.

Teacher: “Good morning class!”

Students: “Good morning sir!”

Teacher: “Okay class, please stand up and let us pray”

“Maine, lead the prayer”

Student: (Maine will lead the prayer and the students will follow)

……(after the prayer)

Teacher: “Is any one absent?”

Student: “None sir!”

Teacher: “Okay. Kindly arrange the chairs and pick up the pieces of paper on
the floor.”

Students: (the students will arrange the chairs and pick up the pieces of
paper)

Preparatory Activity(10 The teacher will reveal the game to the students. The teacher will refer to the
minutes) application on the computer to start the game..

Teacher: “Okay class, are you ready to learn a new knowledge?”

Students: “Yes we are sir”

Teachers: “Well that’s good to know. But first do you want to play a game?”

Students: “Yes! Yes sir”

Teachers: “Very Good! So the game is called a 2048 game. 2048 game will
take you to roots of the original number puzzle game. Slide the tiles to merge
them 2+2→4, 8+8→16 ...32 ...256 ...1024 … when 2048 tile is created, you
win! Are you ready to play the game”

http://2048game.com/
The software of the game is installed in the laptop computer of the teacher
and ready to be use.
……..

Students: “Yes sir!”

Teacher: “Okay let us start. I need a volunteer, anyone from the class? Yes
Albert?”

(The game is already installed and ready to be played on the teacher’s laptop
computer)

Student: (Albert will go in front to play the game in the teacher’s laptop
computer)

While Albert is playing….

Students: (Focusing intently on the projection of the game Albert is playing,

some are murmuring their own answer while imagining they are the one that
is in control with game)

The projection of the game is playing.

Student: (Albert was just able to reach 1024)

After playing the game, the student came back to his seat.

Teacher: “Thank you Albert, that was a good try. Do someone want to try the
2048 game again?”

Student: “Yes siiiiiiiiiiiiiiiiiiiiiiiiiiiiiir!”

………………………………

Teacher: “Okay, that 2048 game is free to download in Microsoft store. Feel
 free to download and have fun playing it on yout own spare time.”

The teacher gave his students a joker smile.

Teacher: “Okay class, so our topic is somehow related to that 2048 game, it is
all about EXPONENT!”

……..
Student: “aaaaaaaaaaaaaaaaaaaaaaa.”

Teacher: “Yes! So are you ready learn EXPONENT?”

Student: “ Yes siiiiiiiiiiiiiiiiiiiiiir. We are very excited!”

Teacher: “Okay, so let us start.”

Lesson Proper(25 minutes) The teacher then discusses about the Laws of Exponents.
(Start of the PowerPoint presentation)

https://docs.google.com/presentation/d/1bCdusbFHE9EhvxWTjelYB67UT355y
fFDnKkNDxyPl_Q/edit?usp=sharing

Teacher: “Exponents are also called Power or Indices. But what is Exponent?
The exponent of a number says how many times to use the number in a
multiplication. The common mistake in exponent because of not
understanding the meaning of an exponent as the number of times a
base is repeated in multiplication, they commonly just do repeated addition
instead of repeated multiplication. So class keep that in mind okay?”

Student: “Yes sir!”

Teacher: “So going back to the topic we have an example here. 82, the 8 is the
digit which is the base and 2 is the digit which is the exponent, power or
indices. This only means that we have to multiply how many 8s?”

Student: “TWO!”

Teacher: “Very good class!, Going back, 82 just only means that we have to
multiply the digit 8 twice. 8 x 8 which is equal to 64. Anyways, we have
different ways on how to read an exponent. 82 can be read as "8 to the second
power", "8 to the power 2" or
simply "8 squared". We have another example on hand, a7 can be written as a
x a x a x a x a x a x a.. And a6 can be simply written as aaaaaa. Are you
following class?

Student: “Yes sir.”

Teacher: “Writing all the letters down is the key to understanding the laws.
For example, (x2)(x3) can be written (xx)(xxx), so counting the number of x
yield to five or x5. So, when in doubt, just remember to write down all the
letters (as many as the exponent tells you to) and see if you can make sense of
it.”

…………….

Teacher: “So in understanding the laws of exponents, you just have to

remember three things. Yea, just three things. Are you ready to learn that
technique? Yes John?”

Student: “Sir, i thought there are many laws in exponents?”

Teacher: “Yes, there are many laws but it only evolves in three main ideas and
that is what I will teach you and all of your classmates for you to fully
understand exponents and its laws. Understanding this three main ideas will
help you simplify expression that involves exponent. First that you need to
remember is The exponent says how many times to use the number in a
multiplication. Second, A negative exponent means divide, because the
opposite of multiplying is dividing. And third is that A fractional exponent like
𝑥
1/n means to take the nth root, x1/n= √𝑥. If you understand those, then you
understand exponents!”

Student: “Aaaaaaaaaaaaaaa.”

Teacher: So here are the summarization of the Laws of Exponents.

Teacher: : “The first three laws above (x1 = x, x0 = 1 and x-1 = 1/x) are just part
of the natural sequence of exponents.Any variable or constant raised to 1 will
be the constant or variable itself, while any variable or constant raised to 0
will always be equal to 1 and that law of exponent is what you called zero
exponent rule and any number raised to negative exponent this says that
negative exponents in the numerator get moved to the denominator and
become positive exponents. Negative exponents in the denominator get
moved to the numerator and become positive exponents. Only move the
negative exponents, that is called negative exponent rule. Have a look at this:

See powerpoint presentation…..

….. Look at that table for a while ... notice that positive, zero or negative
exponents are really part of the same pattern, i.e. 5 times larger (or 5 times
smaller) depending on whether the exponent gets larger (or smaller).”

Student: (They are listening carefully)

Teacher: “Are you still following class?”

Student: “Yes sir.”

Teacher: “The law that xmxn = xm+n …… or the Product Rule. With xmxn, how
many times do we end up multiplying "x" Anyone from the class? Yes John?”

Student: (John) “first "m" times, then by another "n" times, for a total of
"m+n" times.

Teacher: “Nice answer John!, this says that to multiply two exponents with
the same base, you keep the base and add the powers. So for example x5x2=
(xxxxx)(xx)= xxxxxxx= x7”
….

The teacher will call two students to answer the Try it yourself exercise
prepared by the teacher.

Teacher: “The next law is the: The law that xm/xn = xm-n…..or the Quotient rule
Just like the previous example, How many times do we end up multiplying
"x"?

Student: “"m" times”

Teacher: “Okay very good! After that, you then reduce that by "n" times
(because we are dividing), for a total of "m-n" times. This says that to divide
two exponents with the same base, you keep the base and subtract the
powers.”

…….(Example will be in the presentation)

The teacher will call two students to answer the Try it yourself exercise
prepared by the teacher.

Teacher: “Remember that x/x = 1, so every time you see an x "above the line"
and one "below the line" you can cancel them out. This law can also show you
why x0=1, because x2/x2= x2-2=x0=1.

……

Teacher: “The law that (xm)n = xmn ….. Or the Power Rule, tells you to first
multiply "m" times. Then you have to do that "n" times, for a total of m×n
times. This says that to raise a power to power you need to multiply the
exponents.”

….. (Example will be in the presentation)

The teacher will call two students to answer the Try it yourself exercise
prepared by the teacher.

Teacher: “Can someone read the next law?......... Yes Dan?

Student: “The law that (xy)n = xnyn”

…….(Example will be in the presentation)

The teacher will call two students to answer the Try it yourself exercise
prepared by the teacher.

Teacher: “To visualize how this law work, think of rearranging all the Xs and Ys
as in this example……. It will be just the same as this of next law, the law that
(x/y)n = xn/yn. So the concept of this two law is by just rearranging.”

…..(Example will be in the presentation)

The teacher will call two students to answer the Try it yourself exercise
prepared by the teacher.

Teacher: “Class, are we still on the same page?”

Student: “Yes sir” (1st section class so that is why they can easily pick up the
discussion)

𝑥
Teacher: “Okay the last law of exponent is the law that xm/n= ( √𝑥)m. This law is
a bit complicated but i know you have already an idea about fractional
exponent. Anyway the important idea is that x1/n = The n-th Root of x. And so
a fractional exponent like 43/2 is really saying to do a cube (3) and a square
root
(1/2), in any order.

…….. (Example will be in the presentation)

The teacher will call two students to answer the Try it yourself exercise
 prepared by the teacher.

Teacher: “And that is the law of exponent, remember the three concepts I
teach and you will be a master of exponent.”

……….

Teacher: “Our familiarity with the laws will help us to apply the laws to

simplify expressions that involves exponents. For example

So first apply the law X0=1, so the numerator will become 1 right? Second
apply the Power law in the denominator in which the result will be 4--2x1x-3x-2y-
2x2= 42x6y-4. Third is apply the negative exponent rule by moving every

negative exponent in the numerator to the denominator and vice versa.

Lastly, raise each coefficient (or number) to the appropriate power and then
simplify or reduce any remaining fractions. In this case, the fraction does not

reduce. The final answer will be:

Reinforcement Activity Teacher: “Okay class, we will play a game. This game is what you called
moving true or false. If you believe the answer to my question is true, you go
to the right side of the classroom, if not go to the left side. Are you following
?”

https://docs.google.com/document/d/1M0t8WB9sSc5cKpzK0NLUPYRe-
BSx6qeK2NfF4_idU5A/edit?usp=sharing

Student: “Yes sir!”

Teacher: “Okay, get ready. Exponent is a repeated multiplication?”

Student: (all going to the right side)

Teacher: Exponent is also called indices?

Student: ( majority are going to the right )

Teacher: “Okay, all students that are in the left side may now take their seat.”
 ….

Teacher: “Third question, x raised to negative 1 is equal to 1 over x^1?”

Student: (the number of student was halved into true and false side)

Teacher: “Okay, all students that are in the right side may now take their
seat.”

Teacher: “Are all having fun?”

Student: “Yes sir” (all shouting)

Teacher: “ Okay number 4, x-2y4 over x2 is equal to y4 over x4?

Student: ( all is calculating on their mind)

Teacher: “Okay and the answer is RIGHT! So all students that are on the left
side are can now relax and take their seat. For the final question, John, Maine

and Jenny go in front of the board and simplify this,

__________________________ ”

…..

Student: (All student answer with the best of their capability)

Teacher: “All of their is CORRECT!, Please give Maine, John and Jenny a round
applause.”

……
All students are applauding the work of their classmate.

Evaluation Teacher: “Okay class, please get 1 whole sheet of paper and simplify the
following expression”

Showing the presentation….

Student: They focus to answer their seatwork.

 After 10 minutes….

Teacher: “Finish or not finish please pass your paper.”

Student: (They are passing their paper)

Teacher: “Okay class let us call this a day. See you tomorrow and Godbless
everyone!”

Student: “ Goodbye Sir! Goodbye sir!”

Assignment: Why is exponent important? Search for a minimum of 10 real life applications
of exponents. Write it on a one whole pad paper to be pass tomorrow.